Perceived susceptibility and seriousness of breast cancer did not differ by teaching method, remaining parallel across groups after the intervention and at follow-up¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Susceptibility and seriousness scores for both groups were parallel immediately post-survey and during the 4-week follow-up, regardless of teaching/learning strategy. → Evans 2013

Evidence¶

Evans 2013¶

Evans, R. R., Horton, J. A., Ahmad, W. A., Davies, S. L., Snyder, S. W., & Macrina, D. M. (2013). Comparison of Breast Health Teaching Methods for Adolescent Females: Results of a Quasi-Experimental Study. Journal of Health Education Teaching, 4(1), 24-38. https://eric.ed.gov/?id=EJ1085320

q2 · i? · causal · r2

Repeated measures ANOVA on the susceptibility (five items) and seriousness (seven items) subscales in the classroom-randomized quasi-experiment, plotted in Figures 2 and 3. The article reports the scores "for both groups were parallel" post-survey and at follow-up, suggesting both groups perceived themselves susceptible and breast cancer serious. No effect size or test statistic is printed; equivalence was not formally tested.

"The perceived susceptibility (See Figure 2) and perceived seriousness (See Figure 3) of breast cancer scores for both groups were parallel immediately post -survey after the interventions and during the 4-week follow-up"

Discussion¶

Related Claims¶

• Interactive learning produced a larger immediate gain in perceived benefits of breast self-awareness, but the comparison group sustained its gain over the treatment group by follow-up — related
• Adolescent females taught breast health with interactive learning using simulated breast models gained more knowledge and sustained the gain longer than the comparison group — related
• Interactive learning lowered adolescent females' perceived barriers to breast self-examination immediately after the program — related
• Knowledge and belief gains decayed from immediate post-test to 4-week follow-up regardless of teaching condition — related